Experiences with Flipped Classroom Methodology in US High School Chemistry Courses: Lessons Learned from Action Research Projects-Reference-Cited by-同舟云学术

Experiences with Flipped Classroom Methodology in US High School Chemistry Courses: Lessons Learned from Action Research Projects

Published:2023-05-01 Issue:6 Volume:100 Page:2096-2104
ISSN:0021-9584
Container-title:Journal of Chemical Education
language:en
Short-container-title:J. Chem. Educ.

Author:

Boesdorfer Sarah B.¹^ORCID,Anderson Stacie M.²,Botello Jessie A.³,Webb Katherine E.⁴,Mowery DeLora⁵,Daughety Brandon M.⁶,Harris Maricar Maxine⁷

Affiliation:

1. Illinois State University, Normal, Illinois 61790, United States

2. Unity High School, Tolono, Illinois 61880, United States

3. Cretin-Derham Hall, St. Paul, Minnesota 55116, United States

4. Destinations Career Academy of Georgia, Atlanta, Georgia 30339, United States

5. Yukon High School, Yukon Oklahoma 73099, United States

6. Cabot High School, Cabot, Arkansas 72023, United States

7. Wichita Collegiate School, Wichita, Kansas 67206, United States

Publisher

American Chemical Society (ACS)

Subject

Education,General Chemistry

Link

https://pubs.acs.org/doi/pdf/10.1021/acs.jchemed.2c01016

Reference27 articles.

1. Reflections on the Curriculum Framework Underpinning the Redesigned Advanced Placement Chemistry Course

2. The flipped classroom: A review of its advantages and challenges

3. A systematic review of the effectiveness of flipped classrooms in medical education

4. Wrona, A. Flipped classrooms: Why and how to flip education?; https://elearningindustry.com/flip-education-why-how-flipped-classrooms (accessed 2018-11-05).

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